The other in educational research: some postmodern implications for educational practice, theory, research and professionalism

Abstract

This article explores various questions through examining such postmodern thinkers as Derrida, Lacan and, in particular, Levinas. Can educational research be an ethical practice? Should educational research be about putting the other first? What is the responsibility of the educational researcher for the educators' responsibility? What is the place of educational research – does it help or hinder an exploration of the most effective expressions of the educationalist desire to help? Is it possible to bring out the good and the goods? Is it possible to have justice and action? Are most theories merely perpetuating violence? Have educational theories and research with fields of knowledge, territories and ownership of educational subject disciplines replaced traditional thinking? Are we part of the new academic police attempting to control language, thought and culture – appropriating differences? Instead, is there a basis on which educational researchers can assist educators to educate in an embodied way so that they help others not do violence to others? Is it possible for researchers and educators ‘not to interrupt their own and other continuity, not to play roles in which they no longer recognise themselves and whereby they betray not only their commitments, but their own substance?’ Can our ethical postmodern practice stop educational research from reverting to technique-orientated mechanism of professional vested interests and, instead, find a better way for us all to put the other first?